摘要：In order to further understand the roles of first language (L1) in second language (L2) classrooms and explore new potential pedagogical insights for second or foreign language teaching, this article presents an empirical study that explores the attitudes of foreign and second language teachers and students on the use of L1 in L2 classrooms. A small group of L2 teachers and L2 novice students from a public university in Alaska participated in a combined qualitative and quantitative study ( survey, individual interviews, and a focus group interview) given by the researchers in 2013. The study shows that the majority of the participants hold a very positive outlook on using L1 in their l2 learning process and they believe that the use of L1 can help build a meaningful connection between their L1 and L2 that it can promote L2 students’ understanding on L2 grammar, culture, and syntax (especially at the beginning level). Participants all agreed that L1 use can help L2 teachers to make instructions and assignments easier for L2 students to understand. The findings support previous studies on positive effects of L1 on L2 learning classroom. The study concludes that the use of L1 in L2 classrooms can be treated as a naturally occurring phenomenon at various levels and for a variety of teaching and learning purposes and that it should not be avoided but be monitored for its conducive effects in L2 classrooms.
其他摘要：In order to further understand the roles of first language (L1) in second language (L2) classrooms and explore new potential pedagogical insights for second or foreign language teaching, this article presents an empirical study that explores the attitudes of foreign and second language teachers and students on the use of L1 in L2 classrooms. A small group of L2 teachers and L2 novice students from a public university in Alaska participated in a combined qualitative and quantitative study ( survey, individual interviews, and a focus group interview) given by the researchers in 2013. The study shows that the majority of the participants hold a very positive outlook on using L1 in their l2 learning process and they believe that the use of L1 can help build a meaningful connection between their L1 and L2 that it can promote L2 students’ understanding on L2 grammar, culture, and syntax (especially at the beginning level). Participants all agreed that L1 use can help L2 teachers to make instructions and assignments easier for L2 students to understand. The findings support previous studies on positive effects of L1 on L2 learning classroom. The study concludes that the use of L1 in L2 classrooms can be treated as a naturally occurring phenomenon at various levels and for a variety of teaching and learning purposes and that it should not be avoided but be monitored for its conducive effects in L2 classrooms.
关键词：L1 use in L2 classrooms;multi-competence;L2 learner attitudes;L2 teacher beliefs
